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Raw data used for paper: Carțiș, A. (2023). “Zoom Fatigue” In Higher Education: Videoconferencing Impact On Students’ Fatigue. In E. Soare, & C. Langa (Eds.), Education Facing Contemporary World Issues - EDU WORLD 2022, vol 5. European Proceedings of Educational Sciences (pp. 1355-1364). European Publisher. https://doi.org/10.15405/epes.23045.138

The research aims at understanding what is the students’ perception on embedded mobility in higher education programmes. The research proposes an exploratory analysis on how students view mobility as part of their educational pathway and possible downsides of transforming mobility as an opportunity to mobility as a necessary experience. Motivations for studying abroad by European exchange students have been addressed in a range of studies (Bryntesson et al., 2018; European Commission, 2017; Hovdhaugen & Wiers-Jenssen, 2021; Krzaklewska, 2008; Lesjak et al., 2015; Maiworm & Teichler, 2002; Murphy-Lejeune, 2002), the present research aiming to see, on top of motivational aspects, if differences appear when changing the scope of mobility and its relation with the degree. Different types of students will be included in the research, both junior students prior any mobility experience during their academic studies, as well as students who already participated in different mobility opportunities during their studies. Also, the research will focus on understanding what students value most in a mobility experience, to understand what aspects need to be intensified further in developing new mobility models and opportunities for higher education students.

Tackling the new teaching and learning paradigms in education, especially at university level, CIVIS proposes an innovative approach to the design and implementation of modern educational activities. Digitally enhanced mobility - CIVIS Handbook on Virtual Mobility offers a detailed exploration of the digitally enhanced (virtual) mobility and educational technology tools that can be used in higher education. The handbook thereby aims to offer support and guidelines for those managing educational activities accompanied by virtual mobility components, whether in fully virtual learning environments or in a blended format. The handbook comprises a complex analysis of the current status and impact of virtual mobility in the educational sector, as well as a variety of distance or blended learning best practices from CIVIS member universities. The handbook envisions the transformations produced by some of the most recent developments in ICT (Information and Communication Technologies) in education and the adaptations that emerged during the pandemic context. The CIVIS Handbook on Virtual Mobility promotes various virtual mobility concepts, identifying different types of virtual mobility practices and formats, as part of the building blocks for a more complex construct, the European degree and the design pathways for connecting universities across Europe in this transformative process. The handbook continues the work and endeavours carried out by the CIVIS Work Package 7 “Teaching Excellence” team, for increasing students' mobility and innovating learning opportunities in the alliance, in a wider European educational context, offering them access to modern and innovative learning opportunities and environments, enhancing cultural exchanges, European citizenship, and active engagement in societal challenges. The handbook offers an adequate place for considering and analyzing the entire virtual mobility ecosystem and its dimensions, such as: pedagogical (course design and curriculum development), technical (tools and innovations to support content creation, course delivery, communication and interaction tools), and administrative (learning pathways, ECTS credit points guidelines, recognition principles and tools). We consider this handbook as a valuable resource for academics, experts, policymakers, stakeholders, and students, as an integrative support document for designing, managing, and delivering teaching and learning in a virtual mobility environment. Considering aspects such as modularisation (as CIVIS’ response to the European approach to micro-credentials), stackability of learning, flexible learning pathways, small units of learning that lead to larger educational components (building blocks), recognition of learning based on ECTS credit points, and a curricular framework that paves the ways for European degrees, the CIVIS Handbook on Virtual Mobility provides a practical perspective on designing and implementing innovative learning activities in the context of a European University Alliance, tackling sustainable and transformative approaches for the future of higher education., {"references":["Altbach, P.G.& Knight, J.(2007) TheInternationalization of Higher Education: motivations and realities, Journal of Studies in International Education, 11(3-4), 290- 305. http://dx.doi.org/10.1177/1028315307303542","Attwell, Graham. (2007). The Personal Learning Environments – the future of eLearning?. eLearning Papers, 2(1).","Barrioluengo, S. M., & Flisi, S. (2017). Student mobility in tertiary education: institutional factors and regional attractiveness. Luxembourg: Publications Office of the European Union. DOI: 10.2760/675338.JRC108895.","Bates, A. W., & Poole, G. (2003). Effective Teaching with Technology in Higher Education: Foundations for Success. San Francisco: Jossey- Bass Inc.","Berge, Z. L. (2013). Barriers to communication in distance education. Turkish Online Journal of Distance Education – TOJDE, 14(1), 374-388.","Bijnens, H., et al (eds). (2006). European Cooperation in Education through Virtual Mobility: A Best-Practice Manual. Heverlee: EUROPACE IVZW.","Bruhn-Zass, E. (2017). Towards A Framework For Virtual Internationalization. International Journal of E-Learning & Distance Education.","Ciolan, L., Iucu, R., Nedelcu, A., Mironov, C., & Carțiș, A. (2021). Innovative Pedagogies: ways into the Process of Learning Transformation. CIVIS. https://civis.eu/storage/files/innovativepedagogies- ways-into-the-process-of-learningtransformation. pdf","Commission of the European Communities. Green Paper: Promoting the learning mobility of young people. Brussels: COM(2009). Available at: https://eur-lex.europa.eu/LexUriServ/ LexUriServ.do?uri=COM:2009:0329:FIN:EN:PDF","European Commission, EACEA, & Eurydice. (2018). The European Higher Education Area in 2018: Bologna Process Implementation Report. Publications Office of the European Union.","European Commission. (2015). ECTS Users' Guide 2015. Publications Office of the European Union. https://doi.org/10.2766/87192.","Gea, M. & Arenas, B. & Montes, R. & Luigi Di Stasi, L. (2009). Web 2.0 for Mobile Students: Informal Learning through Storytelling Approaches. EDULEARN'09: the International Conference on Education and New Learning Technologies. Barcelona 2009.","Kompen, R.T., Edirisingha, P., Canaleta, X., Alsina, M. and Monguet, J.M., Personal learning environments based on Web 2.0 services in higher education. Telematics and Informatics., 38, 194-206 (2019).","Marek, T., Karwowski, W., Frankowicz, M., Kantola, J., & Zgaga, P. (eds.). (2014). Human Factors at a Global Society: A System of Systems Perspective. New York: CRC Press – Francis & Taylor Group.","O'Dowd, Robert. (2017). Virtual Exchange and internationalising the classroom. Training Language and Culture. 1. 8-24. 10.29366/2017tlc.1.4.1.","Reese, S. (2015). Online learning environments in higher education: connectivism vs. dissociation. Education Information Technology, 20(3), 579- 588. DOI: 10.1007/s10639-013-9303-7.","Sahasradubhe, S., Shaikh, N., & Kasat, K. (2020). Internationalisation of higher education – Necessity to adapt to new forms of engagement for ensuring sustainability?. Journal of Statistics and Management Systems, 23(2), 431- 444. https://doi.org/10.1080/09720510.2020.1736328","Sancho, T. & de Vries, F. (2013) Virtual Learning Environments, Social Media and MOOCs: key elements in the conceptualisation of new scenarios in higher education. Special Issue: Opening Up Education: the challenges for institutions offering online and blended learning. Research Papers from the EADTU conference 2013. Open Learning, 28(3), 166-170.","Starke-Meyerring, D., & Wilson, M. (2008). Learning environments for a globally networked world: Emerging visions. Designing globally networked learning environments: Visionary partnerships, policies, and pedagogies, 1-17.","Tadeusz, M., Waldemar, K., Marek F., Jussi K., Pavel Z. (ed.) (2014). Human Factors of a Global Society: A System of Systems Perspectives, New York: CRC Press Taylor & Francis Group.","Trondal, J. (2010). Two worlds of change: On the internationalisation of universities. Globalisation, Societies & Education, 8(3), 351-368. doi: 10.1080/14767724.","Ubachs, G., & Henderikx, P. (2018). EADTU Mobility Matrix, (pp. 26). Maastricht, NL: EADTU. Retrieved from https://tinyurl.com/EADTUmobility- matrix","Vassiliou, A. (2012) The Role of Open and Flexible Education in European Higher Education Systems for 2020: new models, new markets, new media. Paper presented at EADTU 25th anniversary conference, 27 September, in Paphos, Cyprus. http://europa.eu/rapid/pressrelease_ SPEECH-12-658_en.htm"]}

The Handbook on “Innovative Pedagogies: ways into the Process of Learning Transformation” provides an in-depth analysis of the approaches by which teachers are prepared to address pedagogical innovations in the classroom. It takes a look at the use of innovative pedagogies in an effective learning environment and covers topics such as online and blended learning, experimental learning, gamification and inclusive education. This handbook is ideally designed for teachers, academics and instructors interested in adopting innovative pedagogies in their teaching programmes and hopes to trigger discussion among academics from CIVIS Universities and beyond in designing and implementing authentic learning experiences., {"references":["Averill, R. M., & Major, J. (2020). What motivates higher education educators to innovate? Exploring competence, autonomy, and relatedness – and connections with wellbeing. Educational Research, 62(2), 146-161. https://doi.org/10.1080/00131881.2020.1755877","Barnett, R. (2012). Learning for an unknown future. Higher Education Research & Development, 31, 65-77. https://doi.org/10.1080/07294360.2012.642841","Béchard, J.-P., & Pelletier, P. (2001). Développement des innovations pédagogiques en milieu universitaire: un cas d'apprentissage organisationnel. In Nouveaux espaces de développement professionnel et organisationnel, neuvième chapiter (pp. 131-149). Éditions du CRP: Université de Sherbrooke.","Burden, K., Kearney, M., Schuck, S., & Hall, T. (2019). Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. Computers & Education, 138, 83-100. https://doi.org/10.1016/j.compedu.2019.04.008","Ciolan, L. (2014). Learning as Habit of Mind. In V. Nicolescu, F. Stanciu, & M. Dramnescu (Eds.). Proceedings of the 15th International Conference Educational Reform in the 21st Century in Balkan Countries.","European Commision. (2008). Lifelong Learning for Creativity and Innovation. A Background Paper. Slovenian EU Council Presidency. Retrieved from https://www.sac.smm.lt/wp-content/ uploads/2016/01/12en-Vertimas-SAC-Creativity-andinnovation- SI-Presidency-paper-anglu-k-2007.pdf","Ferrari, A., Cachia, R., & Punie, Y. (2009). Innovation and Creativity in Education and Training in the EU Member States: Fostering Creative Learning and Supporting Innovative Teaching. Literature review on Innovation and Creativity in E&T in the EU Member States (ICEAC). Luxembourg: Office for Official Publications of the European Communities. Retrieved from ftp://ftp.jrc.es/pub/EURdoc/JRC52374_TN.pdf","Ferguson, R., Coughlan, T., Egelandsdal, K., Gaved, M., Herodotou, C., Hillaire, G., Jones, D., Jowers, I., Kukulska-Hulme, A., McAndrew, P., Misiejuk, K., Ness, I. J., Rienties, B., Scanlon, E., Sharples, M., Wasson, B., Weller, M., & Whiteblock, D. (2019). Innovating Pedagogy 2019: Open University Innovation Report 7. Milton Keynes: The Open University. Retrieved from https://iet.open.ac.uk/file/innovating-pedagogy-2019.pdf","Gilbert, A., Tait-McCutcheon, S., & Knewstubb, B. (2020). Innovative teaching in higher education: Teachers' perceptions of support and constraint. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2020.1715816","Hannon, V. (2009). 'Only Connect!': A new paradigm for learning innovation in the 21st century. Centre for Strategic Education Occasional Paper No. 122, September 2009. Retrieved from https://www.leirimar.pt/images/Recursos/Only-connect--- a-new-paradigm-for-learning-innovation-in-the-21st-century. pdf","Herodotou, C., Sharples, M., Gaved, M., Kukulska-Hulme, A., Rienties, B., Scanlon, E., & Whiteblock, D. (2019). Innovative Pedagogies for the Future: An Evidence-Based Selection. Frontiers in Education, 4(113). https://doi.org/10.3389/feduc.2019.00113","Istance, D., & Paniagua, A. (2019). Learning to Leapfrog: Innovative Pedagogies to Transform Education. Center for Universal Education at Brookings. Retrieved from https://www.brookings.edu/research/learning-toleapfrog/","Kukulska-Hulme, A., Beirne, E., Conole, G., Costello, E., Coughlan, T., Ferguson, R., FitzGerald, E., Gaved, M., Herodotou, C., Holmes, W., Mac Lochlainn, C., Nic Giollamhichil, M., Rienties, B., Sargent, J., Scanlon, E., Sharples, M., & Whiteblock, D. (2020). Innovating Pedagogy 2020: Open University Innovation Report 8. Milton Keynes: The Open University. Retrieved from https://iet.open.ac.uk/file/innovating-pedagogy-2020.pdf","Mutton, T. (2020). Teacher education and Covid-19: responses and opportunities for new pedagogical initiatives. Journal of Education for Teaching. https://doi.org/10.1080/02607476.2020.1805189","Mynbayeva, A., Sadvakassova, Z., and Akshalova, B. (2017). Pedagogy of the Twenty-First Century: Innovative Teaching Methods. In O. B. Cavero, & N. Llevot-Calvet (Eds.). New Pedagogical Challenges in the 21st Century – Contributions of Research in Education. IntechOpen. DOI: 10.5772/ intechopen.72341.","OECD. (2020). Back to the Future of Education: Four OCED Scenarios for Schooling. Educational Research and Innovation. Paris: OECD Publishing. https://doi.org/10.1787/178ef527-en","Paniagua, A, & Istance, D. (2018). Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies. Educational Research and Innovation. Paris: OECD Publishing. http://dx.doi.org/10.1787/9789264085374-en","Paniagua, A., & Sánchez-Martí, A. (2018). Early Career Teachers: Pioneers Triggering Innovation or Compliant Professionals? OECD Education Woking Papers No. 190. Paris: OECD Publishing. https://dx.doi.org/10.1787/4a7043f9-en","Peterson, A. (2018). The purpose of pedagogy. In A. Peterson, H. Dumont, M. Lafuente, & N. Law (Eds.). Understanding innovative pedagogies: Key themes to analyse new approaches to teaching and learning. OECD Education Working Papers No. 172 (pp. 8-12). Paris: OECD Publishing. https://dx.doi.org/10.1787/9f843a6e-en","Sahasradubhe, S., Shaikh, N., & Kasat, K. (2020). Internationalisation of higher education – Necessity to adapt to new forms of engagement for ensuring sustainability?. Journal of Statistics and Management Systems, 23(2), 431- 444. https://doi.org/10.1080/09720510.2020.1736328","Smith, K. (2011). Cultivating innovative learning and teaching cultures: A question of garden design. Teaching in Higher Education, 16, 427-438. DOI: 10.1080/13562517.2011.560374","Walder, A. M. (2014). The concept of pedagogical innovation in higher education. Education Journal, 3, 195-202. DOI: 10.11648/j.edu.20140303.22."]}

The document Why micro-credentials should become educational “macro-policies” for defining the future European study programmes aims to open a substantial dialogue in the Romanian academic milieu on the adoption of the micro-credentials system, simultaneously with the strengthening of mechanisms for quality assurance. The perspective emerges both from the directions outlined in the Ministerial Bulletin of Rome, from the EHEA 2020 Conference, and from the deeper structural changes that the global pandemic crisis has generated in the academic milieu in the last year. “Flexible and open learning pathways, included in the original motivation for the Bologna Process, are important aspects of student-centered learning, and their demand is growing in our societies. In addition to comprehensive university programs, many higher education institutions offer or intend to offer smaller learning units that will enable students to develop or update their cultural, professional or transversal skills and competences at different stages of life”, underlined the above-mentioned document. In order to go further in the proposed paradigm, the specialists have argued several possible scenarios applied to the Romanian context, one in which they point out that there is a need for a solid inter-institutional collaboration in the national and European academic milieu, but also with decision-makers, in order to facilitate a legislative framework and transformations aimed at leading to curricular modernization, innovative pedagogies, recognition and certification, multidisciplinary and transdisciplinary, as well as an increased level of inter-university cooperation through common long-term strategies., {"references":["Bologna Follow-up Group. (2020). Background information on micro-credentials, BFUG meeting, Kyiv, 4-5 March 2020. Agenda Item 6 – Rome Ministerial Communiqué and Bologna Global Policy Statement. http://www.ehea.info/Upload/BFUG_HR_UA_69_6_1_Micro_Credentials.pdf","Camilleri, A. F. (2021, January 28). How will micro-credentials change the Higher Education Landscape?. In ECIU, Paving the Road for the Micro-Credentials Movement [Video] (00:58:28-01:09:31). Vimeo. https://vimeo.com/506046542","Camilleri, A. F. (2018). Micro Credentials. A (not so) new way to recognize learning [PowerPoint]. MicroHE Consortium. https://www.slideshare.net/anthonycamilleri/microcredentials-a-not-so-new-way-to-recognise-learning?from_action=save","Debiais-Sainton, V., & Karamali, A. (2020). Creating a coherent European space for research, innovation and education. Linking the ERA and EEA [PowerPoint]. European Commission. https://wgseigp.amu.edu.pl/__data/assets/pdf_file/0012/140133/200911-sefs-wg-era-ehea-eea-com-synergies-dg-rtd-dg-eac.pdf","EHEA. (2020, November 19). Rome Ministerial Communiqué. https://ehea2020rome.it/storage/uploads/5d29d1cd-4616-4dfe-a2af-29140a02ec09/BFUG_Final_Draft_Rome_Communique-link.pdf","ESU. (2020, July 27). New European Universities and the old challenges. https://www.esu-online.org/wp-content/uploads/2020/07/Statement_-New-European-Universities-old-challenges.pdf","EUA. (2020a, September). European project MICROBOL. Micro-credentials linked to the Bologna Key Commitments. Desk research report. https://microcredentials.eu/wp-content/uploads/sites/20/2020/09/MICROBOL-Desk-Research-Report.pdf","EUA [@euatweets]. (2020b, September 23). For 2030 we hope for \"#EuropeanUniversities without walls\", with institutions that work as communities of discovery & #learning; open to [Tweet]. Twitter. https://twitter.com/euatweets/status/1308688925196791809","European Commission. (2020a). Executive Summary. A European Approach to Micro-Credentials. Output of the Micro-Credentials Higher Education Consultation Group. Luxembourg: Publications Office of the European Union. https://ec.europa.eu/education/sites/default/files/document-library-docs/european-approach-micro-credentials-higher-education-consultation-group-output-executive-summary.pdf","European Commission. (2020b). Erasmus+ Programme Guide. Luxembourg: Publications Office of the European Union. https://ec.europa.eu/programmes/erasmus-plus/resources/documents/erasmus-programme-guide-2020_en","Gaebel, M., Zhang, T., Stoeber, H, & Morrisroe, A. (2021). Digitally Enhanced Learning and Teaching in European Higher Education Institutions. European University Association absl. https://www.eua.eu/downloads/publications/digi-he%20survey%20report.pdf","Kato, S., Galán-Muros, V., & Weko, T. (2020). The emergence of alternative credentials. https://www.oecd-ilibrary.org/docserver/b741f39e-en.pdf?expires=1595933702&id=id&accname=guest&checksum=F2B3CF-8C655A25371434B58ABFD6F85C","MicroHE. (2019). Challenges and Opportunities of Micro-Credentials in Europe. Briefing Paper of the Award, Recognition, Portability and Accreditation of Micro-Credentials: an Investigation through Interviews with Key Stakeholders & Decision Makers. https://microcredentials.eu/wp-content/uploads/sites/20/2019/12/WP3-Interviews-with-Key-Stakeholders-Decision-Makers-Overall-Summary-Report.pdf","Orr, D., Pupinis, M., & Kirdulytė, G. (2020). Towards a European approach to micro-credentials: a study of practices and commonalities in offering micro-credentials in European higher education. NESET report. Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/7338","Sood, I., Padron, C. L., Pirkkalainen, H., & Camilleri, A. F. (2020). D2.2 Future Impacts of Modularisation and Micro-Credentials on European Higher Education and list of validated scenarios. WP2 Scenario Building for Micro-Credentials in Europe. MicroHE Consortium. https://microcredentials.eu/wp-content/uploads/sites/20/2021/01/D2.2.Future-Impacts-of-Micro-Credentialling-on-European-Higher-Education.pdf"]}

CIVIS proposal on European Label provisional criteria.&nbsp